creating a secure testing environment for distance education programs
TRANSCRIPT
Creating a Secure Testing Environment for Distance Education Programs
Michelle CruzSr. Graduate Program AssociateOregon Health and Sciences University Graduate Nursing ProgramsE-Mail: [email protected]: 503-494-3378
Webinar Abstract
Distance education programs become more popular, many institutions are left with the difficult task of assuring the fair, and secure assessment of their students. Common hurdles for assessing students within these types of programs include secure exam distribution, exam proctoring, and providing personalized performance feedback to students who don’t have traditional office hours as a remediation option. This presentation will provide insight on successful processes and troubleshooting plans put in place by the Oregon Health and Science University School of Nursing that have been helpful for their distance-education program.
Objectives
History & Background Methods of course delivery Testing Polices Common security & evaluation concerns Utilizing ExamSoft & Best Practices Integrating and communicating feedback via
distance
What is Distance Nursing Education? “Distance nursing education” means the provision of
nursing course(s) to students in settings physically separate from the faculty and the campus-based setting. Distance nursing education includes on-line and web-based portals, video-streaming, interactive television, and use of other electronic course delivery methods.
Oregon State Board of Nursing: Division 21;Pg 17
Methods used for Distance Learning Webinars Blackboard or other academic platform (Sakai &
ExamSoft) Pre-recorded lectures (Camtasia relay, echo 360
personal capture) Supplementary reading and assignments
Synchronous lectures (Jabber, Echo 360, Skype for business, Adobe Connect) Live interaction
Clinical Evaluations (typhon)
Oregon State Board of NursingDivision 21
Programs providing distance nursing education shall:
(a) Deliver the approved curriculum through learning activities designed to allow students to achieve stated learning outcomes or competencies;
(b) Provide learning activities that are sufficiently comprehensive to achieve stated program outcomes and competencies; and
(c) Support instructor-student interaction and meaningful student interaction.
Division 21 Page 17
OHSU Exam Administration Policy Online exams that require proctoring include
multiple choice and short answer mid-term exams, final exams, and other exams that account for greater than 10 percent of a final course grade. Open book exams are included in this policy unless student collaboration is allowed during the examination period.
OHSU Exam Administration Policy Cont. An OHSU student taking an online exam has three
choices for completing proctored exams: 1. Virtual proctoring: Use of Proctor U™ online 2. Face-to-face Proctoring: Select an approved proctor
who is present in the room while a student sits for an exam
3. Other service: Select another approved proctoring service
Common Security and Evaluation Concerns
How do we ascertain that exams administered at a distance are secure?
How do we know if students are actually retaining the information they are taught?
What is the best way to gauge the level that our distance students are at vs. campus based students?
How do we evaluate a student without physically seeing their progress?
ExamSoft: Security Settings
Ability to administer exams at a distance Easy for student to download SoftTest disables the user from opening up any
browsers and exiting the exam Time restrictions can be used as well as other tools
that can help the student (ie. calculator, spell check)
ExamSoft setting capabilities
ExamSoft: Categorizing Questions Category Tool
Able to categorize questions at very detailed levels Created categories for topics studied throughout the
curriculum and divided those sections further
Sample of Category function
Closer look…
Getting Started: Prep for Distance Exam Distance students must secure a proctor in their
respective locations Form filled out with proctor information and contact Faculty contacts proctors with expectations and
troubleshooting contact information Students always given the option to take exam with
the rest of the course (hybrid) All students required to take practice test prior to
sitting for midterm/final exam
Tips for creating courses (within ExamSoft) We separate the distance students from the campus
based students when creating courses based on cohort in ExamSoft (works well for dual delivery courses when administering an exam)
You still have the ability to post a specific exam to more than one cohort Ability to change password to start for each cohort
(added security)
Posting for specific cohorts
Best Practices for Exam Day Release exam one week prior to have students
download ahead of time Have student and proctor contact information ready
just incase Be sure to communicate “Password to start” to all
proctors At the end of exam ensure student has uploaded
answer file correctly Try to avoid having an exam due on a Sunday!
ExamSoft: Faculty Results
Grading and Summary Immediate feedback for faculty
Easy access to grading essays Ability to create reports based on students groups
(ie. Campus based vs. Distance student) Detailed summary reports
Item analysis At-risk students
Detailed Summary Reports
Posting for specific cohorts
Campus Based vs. Distance Analytics in dual delivery course
ExamSoft: Student Results
Student Feedback Faculty can release grades as soon as
students submit exam or delay access to results Modify what is released
Detailed strengths and opportunities summary for students Allows students to focus on specific
categories
Strengths and Improvement Opportunities
Connecting with Distance Students Asynchronously
Email Discussion forums (within course management
platform) Synchronously (via appointment or set office hours)
Jabber Adobe Connect Teleconference Skype (not secure connection)
Application of results
Faculty can create material that can address areas where students need more direction. Case studies Live scenarios (labs during intensives) Placement in clinicals
Students able to self analyze their results and create a plan for better performance Work with Clinical advisor or preceptor Focus on really developing their knowledge base for a
specific category
Why it works: Knowledge is Power Detailed analysis Identify discrepancies of distance vs FTF Assess retention Reporting Future course planning
Overall Summary
History & Background Methods of course delivery Testing Polices Common security & evaluation concerns Utilizing ExamSoft & Best Practices Integrating and communicating feedback via
distance
References
Oregon State Board of Nursing Distance Education Rules and Regulations
Oregon Health and Sciences University Exam Proctoring Policy
School of Nursing Course Delivery & Size Parameters Policy
Questions??
Contact Information:
Michelle CruzSr. Graduate Program Specialist
Oregon Health and Sciences University Graduate Nursing ProgramsE-Mail: [email protected]
Phone: 503-494-3378